23) Problem: Explain how to determine whether a parenthesis or a square bracket is used when graphing an inequality on a number line.

Solution: a. Parenthesis: indicate a range of values, open interval, I think of parenthesis as being the parent that is more open to given their child toys and bending the rules.
b. Brackets: has limits between two numbers, closed interval, I think of brackets as the stern parent who enforces the rules to the highest degree.

24)Problem: The three-part inequality a < x < b means “a is less than x, and x is less than b.” Which one of the following inequalities is not satisfied by some real number x?
A. -3 < x < 5B. 0 < x < 4
C. -3 < x < -2D. -7 < x < -10

Solution: D, because -10 is less than -7 and x is greater than -7 which also means that x is also greater than -10.

66)Problem: If f(3) = -9.7, identify a point on the graph of f.

Solution: (3,-9.7), f(3) is f(x) which means that 3 is the x-value and -9.7 is the y-value.

67)Problem: If the point (7,8) lies on the graph of f, then f(___) = ____.

Solution: f(7) = 8, this problem is the reverse of the problem before, you plug in the x-value (7) into x in f(x) and then plug in the y-value (8) in for the y.

70)Problem: Use the graph of y = f(x) to find each function value: a. f(-2), b. f(0), c. f(1), and d. f(4).

73)Problem: Explain each term in your own words.
a. Relation
b. Function
c. Domain of a function
d. Range of a function
e. Independent variable
f. Dependent variable

Solution: a. Relation: one set of ordered pairs
b. Function: relates an input to an output
c. Domain of a function: the...

...Straight Line Equations and Inequalities
A: Linear Equations - Straight lines
Please remember that when you are drawing graphs you should always label your axes and that y is always shown on the vertical axis. A linear equation between two variables x and y can be represented by y = a + bx where “a” and “b” are any two constants. For example, suppose we wish to plot the straight line If x = -2, say, then y = 3 + 2(-2) = 3 - 4 = -1 If x= -2 -1 -1 1 0 3 1 5 2 7 As you can see, we have plotted the five points on the graph. They do indeed all lie on a straight line and we have joined them together to show the line. Of course, you could draw the line by just plotting any two points on it and then joining and extending those two points. y = 3 + 2x ..... and so on (see table below)
Then y =
y
x
The equation simply represents the relationship between two variables x and y. For example: suppose our basic salary is £4000 and we add commission to that at the rate of 5% of our total sales. Call y our total salary and call x our sales (both in £) then we could represent this relationship as y = 4000 + 0.05x (5% is five hundredths i.e. 0.05) Then, if we knew that total sales were 6000, we could work out total salary: y = 4000+0.05(6000) or £4300
For our next example, we will draw the equation y = 6 - x on a graph (using just two points): For y = 6 - x Put x = 1 then y = 6 -...

...and 10 Subject: Mathematics
1. If n is an odd integer, which one of the following is an even integer? n (a) n 3 (b) (c) 2n3 (d) n n3 (e) n 4 2. If x and y are perfect squares, then which of the following is not necessarily a perfect square? (a) x2 (b) xy (c) 4x (d) x + y (e) x5 3. Let P = ( x + y ) k . If P = 10 and k = 3, what is the average of x 1 5 10 7 and y? (a) 0 (b) (c) (d) (e) 2 3 3 2 4. A square with sides of length 3 cm is intersected by a line at S and T. What is the maximum possible distance between S and T? (a) 6 (b) 2 3 (c) 3 2 (d) (e) 9 2 5 5. If w is 10 percent less than x, and y is 30 percent less than z, then wy is what percent of less than xz? (a) 10% (b) 20% (c) 37% (d) 40% (e) 100% 6. The average of five numbers is 6.9. If one of the numbers is deleted, the average of the remaining numbers is 4.4. What is the value of the number deleted? 7. John is 20 years older then Steve. In 10 years, Steve’s age will be half that of John’s. What is Steve’s age? (a)2 (b) 8 (c) 10 (d) 20 (e) 25 8. Joe takes three-fifths of a bag of candy. Bob has three fourths of Pete’s share of the remaining candy. What fraction of the total number of pieces of candy does Pete have? 9. Arrange the four squares below to create five squares of the same size. You cannot interlock or overlap the squares....

...the collection of all ordered pairs graphing on a cartesian plane is sometimes referred to as a curve sketching.
Experimental Procedures:
Position a meter stick vertically on a flat surface, such as a wall or the of a lab bench. be sure the metric scale of the meter stick is on the outside and secure the meter stick to the wall or lab bench with two strips of masking tape.
You will then take a ball as close to the meter stick as possible and measure a) the height dropped and b) the resulting height bounces. Repeat this for three different heights dropped and records all data. Then you will make a graph of the data.
Make at least three more measurements for each of the previous three height dropped levels. Find the average height bounced for each level and record the data and the average values.
Make a new graph of the average height bounced for each level that the ball was dropped . Draw a straight line best fit that includes the origin by considering the general trend of the data points measurement data. Draw that straight line as close as possible to as many data points as you can so that you have about the number of data points on both sides of the straight line.
Compare how well both graph predicts the heights that the ball will bounce for height dropped that were not tried previously. Located an untried height dropped distance on the straight line then use the corresponding...

...POV of 2 interlinked articles:
Makwana (2005) argues that the sustenance of WTO, World Bank and IMF is not beneficial for developing countries, since they are sustained by the economically dominating governments of the developed countries.
Since these countries see neoliberalism as the way to achieve development in developing countries, yet fail to liberalize their own markets to the free international, competitive trade by implementing protectionists measures, like import tariffs and subsidizing domestic production, which leads to developing countries experiencing worsening terms of trade.
The World Bank is criticized for contracting foreign, mostly Western corporations, for a developing project that it launches in developing countries. These corporations then profit from the project, the developing country encounters a loss of income since a major part of it is transferred abroad.
The IMF is criticized for its lending regulation and the SAPs , making the developing countries set repayment set as its main priority above national welfare.
The WTO is criticized for failing to lift the domestic barriers of developed countries but succeeding in that for developing countries, which leads to the above-mentioned worsening terms of trade.
The World Bank and IMF are seen as incredibly undemocratic, since the votes are distributed unequally according to financial input of countries. The US, with 18% of the votes, has veto right for policies that do not serve US...

...Inequality: Causes and Consequences
Marcus Robinson
Florida A& M University
Inequality is the lack of equality, opportunity, treatment, or status. Inequality has been going on since World War II and began to rise in the mid 1970s. Many people in the world from the United States to the Caribbean have dealt with this problem. In this article it discusses the causes and consequences of inequality researches and examinations of sociologists and economists that go in depth of the social and political life of people mainly in the United States, as well as global. It provides an update of research on their consequences.
Also it focuses on the international comparison to sharpen the readers understanding of domestic trends of the readers. The consequences on inequality deals with economic inequality of health , crime, change educational attainment, politics, social capital, and other outcomes that is discussed throughout the article. Sociologists’ research goal is to make readers knowledgeable of the processes driving inequality dynamics and their different implications in different social domains. Economic inequality in the Unites States is a social problem today is because of the importance of wealth. People are obsessed with money that how to get it they will do anything even it means undermining someone. It is true that some measure of...

...J. Li
Social Theory
Inequality:
for Economic growth utilizing
(Class, Gender, Education, Race)
The similarities found within the theorists articles are primarily based on inequality. Various authors explain how it is reproduced and used for incentives. How that ties into the economic growth that can increase productivity through competition.
Some of those sub-levels used to create those inequalities are: class, gender, race and education. The differences in inequality when race is applied are the articles of Bonacich and Hartmann. Bonacich talks of the ethnic antagonism found within our country that applies to two types: ‘the exclusion movement and the so-called caste systems’. “In the one, an effort is made to prevent an ethnically different group from being a part of the society. In the other, an ethnically different group is essential to the society; it is an exploited class supporting the entire edifice” (Bonacich, 120). If we were to apply this in a class oriented position, this is how it would appear in modern times. For example, the private school (exclusion) and public school (caste) system; demonstrating the theory in itself. In the private school it is built up of the elite leaders spawns and their intention is to provide their heirs with the best, but making sure that they have the best of the best thus ‘excluding’ or eliminating others of the opportunity. While the public system is caste giving...

...Prompt #2; First Steps to Fixing Inequality
The world seems to run on money. With the right amount of money, there is almost nothing one can’t do. But who has all the money? Are some people making more money than they know what to do with while others simply aren't making a single cent? Unfortunately the answer is yes. The inequality of the nations wealth is so ridiculously uneven that most people don't know how bad it actually is. In fact, “In 2007 the richest 1% of the American population owned 34.6% of the country's total wealth, and the next 19% owned 50.5%.” (Distribution of Wealth) That means that only 15% of the wealth is left over to split between 80% of the nations entire population! No wonder so many people have little to no money, and its only getting worse. Obviously something needs to be done to reverse this. Paul Krugman, an economics professor at Princeton University has a few suggestions. To help change the income inequality problem, Krugman believes that undoing tax cuts, fixing the U.S systems loop holes, and changing market policies are the first steps to take to fix this problem.
As the saying goes, “There are only 2 things you can not avoid in life, and thats death and taxes.” Everybody has to pay taxes whether they like it or not, its just part of what keeps this country going. Taxes pay for everyones national security, they pay to keep the streets clean and drivable and most importantly help they...

...Inequality has risen across the rich world since the 1970s, as financial liberalisation and lower taxes, among other things, have fuelled a rise in the numbers of the very rich. But now, resentment over inequality is growing ever more vocal, even as the rich see the crisis erode some of their wealth. Is taxing the rich more heavily necessary to buy social peace? Or do adverse effects on entrepreneurship and innovation outweigh any such considerations? And should we be concentrating on particular kinds of taxes, taxes on income from particular activities, or changes to the relationship between tax rates and income?
In both Britain and America, the period since the early 1980s has been one of rapidly widening income inequality. The top 0.1% of Americans earned about 20 times what the bottom 10% did for much of the post-war era. But in the lifetime of one generation, that multiple had nearly quadrupled, to 77 times by 2006. The world seemed, at least until the present crisis began, to be in a new gilded age.
As long as the overall economic environment was one of growth and greater prosperity, calls for using public policy to dampen the rise in inequality were muted. By and large, societies like those of America and Britain accepted greater inequality as a price for economic dynamism and increased entrepreneurship. But now, as jobs, incomes and security evaporate everywhere in the face of...

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